Response to Intervention Organizing for Success: A Principal s Leadership Guide

1. Response to Intervention Organizing for Success: A Principal’s Leadership Guide A module for pre-service and in-service professional development MN RTI Center Authors: Jane Thompson, Principla Minneapolis Public Schools; & Ann Casey, Director MN RtI Center www.scred.k12.mn.us click on RTI Center

2. MN RTI Center Training Modules This module was developed with funding from the MN legislature It is part of a series of modules available from the MN RTI Center for use in preservice and inservice training:

3. Overview Response to Intervention (RtI) RTI and Leadership The 4 Big Ideas 1.) Consensus Building 2.) Infrastructure Development 3.) Implementation 4.) Fidelity of the Process Resources, References, Quiz, Discussion Questions 3

4. Continuous effort - not strength or intelligence - is the key to unlocking our potential. ~Winston Churchill

5. Hand In Hand Just as RTI is an equal pairing of assessment and well planned interventions… Creating an RtI model in a school requires an equal pairing of strong leadership and a well developed plan. Strong leadership is guided by a clear vision focused on creating an environment where teachers can grow in their abilities to improve student learning. Vision is based on values and beliefs that prevent principals from being distracted from the goal. Strong Leadership (vision) and Management (plan) must be in balance to effect change in a school. Well developed plans (tasks) minimize distractions from the vision. Strong leadership is guided by a clear vision focused on creating an environment where teachers can grow in their abilities to improve student learning. Vision is based on values and beliefs that prevent principals from being distracted from the goal. Strong Leadership (vision) and Management (plan) must be in balance to effect change in a school. Well developed plans (tasks) minimize distractions from the vision.

6. RtI Definition Practice of providing high quality instruction and interventions matched to student need Monitoring progress frequently to make decisions about changes in instruction Applying student response data to important educational decisions The principal has a role in each of these areas This definition comes from the NASDSE policy document (referenced at the end). The principal has a role in each of these areas This definition comes from the NASDSE policy document (referenced at the end).

7. A Unified RtI Model  Three Main Elements of the RtI Framework: Assessment that accomplishes three purposes: Benchmark Assessment of all students 3x per year to identify students who are at-risk. Frequent progress monitoring (monthly, 2x month, weekly, etc.) for students who are below target. Diagnostic Assessment to help identify what to teach. Instruction: We need to ensure that teachers are using research-based instructional procedures. We need to ensure that districts are adopting curriculum that are research-based and well aligned to state standards. We need schools to establish a multi-tiered service delivery model. Tier 1 (General Education) : Put in place a core curriculum that is effective for all kids Tier 2 (General Education) : Back up the core curriculum with supplemental instruction for those in need (10-15%) Tier 3 (Special Education) : Use intensive interventions and/or special education for students who are still not being successful (5-10%). Problem Solving and Organization: Schools need to be organized to support problem solving (more later) Teams need to be trained on a systematic Problem Solving model Most of this happens in general education! Three Main Elements of the RtI Framework: Assessment that accomplishes three purposes: Benchmark Assessment of all students 3x per year to identify students who are at-risk. Frequent progress monitoring (monthly, 2x month, weekly, etc.) for students who are below target. Diagnostic Assessment to help identify what to teach. Instruction: We need to ensure that teachers are using research-based instructional procedures. We need to ensure that districts are adopting curriculum that are research-based and well aligned to state standards. We need schools to establish a multi-tiered service delivery model. Tier 1 (General Education) : Put in place a core curriculum that is effective for all kids Tier 2 (General Education) : Back up the core curriculum with supplemental instruction for those in need (10-15%) Tier 3 (Special Education) : Use intensive interventions and/or special education for students who are still not being successful (5-10%). Problem Solving and Organization: Schools need to be organized to support problem solving (more later) Teams need to be trained on a systematic Problem Solving model Most of this happens in general education!

8. A Smart System Structure: School-Wide System for Student Success Framework works for both Academics and Behavior. Positive Behavior Interventions and Supports (PBIS) is most often referenced as the “Behavioral side” of RtI. The Pyramid design is significant as it depicts a framework that is supported by strong, high quality instruction in the core curriculum for all students. But even with the best curriculum and best instruction, there will be some students who need more support to be successful. The students who need this, vary across content areas. Very simply - this is what RtI is about - identifying the students who need more support, determining the amount and kind of support they need, and redesigning our systems so students receive this support. Framework works for both Academics and Behavior. Positive Behavior Interventions and Supports (PBIS) is most often referenced as the “Behavioral side” of RtI. The Pyramid design is significant as it depicts a framework that is supported by strong, high quality instruction in the core curriculum for all students. But even with the best curriculum and best instruction, there will be some students who need more support to be successful. The students who need this, vary across content areas. Very simply - this is what RtI is about - identifying the students who need more support, determining the amount and kind of support they need, and redesigning our systems so students receive this support.

9. 3 Components & 3 Tiers of Support Let’s reflect on leadership needs in a system that employs Response to Intervention Self reflection Assessment Balancing leadership with management

10. Getting Ready to Lead:Self Reflection and Assessment What are my beliefs… About my role as a principal? About being an instructional leader? About my responsibilities to students and adults? How comfortable am I with change? Do I look at change as an inconvenience or an opportunity? Do I believe I can lead this change? Adopting RtI is a process that transforms a school. Real change requires a vision based on a core set of values to guide and focus the work. The source of strong leadership is the values we carry within ourselves. Self examination is an important first step in assessing one’s core values; strengths ,needs, and commitment to the change process. The second purpose of this reflection is to help principals see the difference between instructional leadership (vision and mission) and school management (tasks). Strong leaders need to be able to understand the difference in order to focus their own work. Management can be taught or delegated, leadership is a guiding force from within based on core values. Initiating change or reform is easy. Sustaining it requires what Michael Fullan refers to as the 5 core capacities needed for sustaining change: moral purpose (all kids], understanding the change process, building relationships, knowledge building, coherence making. “Leading in a Culture of Change”Adopting RtI is a process that transforms a school. Real change requires a vision based on a core set of values to guide and focus the work. The source of strong leadership is the values we carry within ourselves. Self examination is an important first step in assessing one’s core values; strengths ,needs, and commitment to the change process. The second purpose of this reflection is to help principals see the difference between instructional leadership (vision and mission) and school management (tasks). Strong leaders need to be able to understand the difference in order to focus their own work. Management can be taught or delegated, leadership is a guiding force from within based on core values. Initiating change or reform is easy. Sustaining it requires what Michael Fullan refers to as the 5 core capacities needed for sustaining change: moral purpose (all kids], understanding the change process, building relationships, knowledge building, coherence making. “Leading in a Culture of Change”

11. Self Reflection and Assessment (Cont’d) What is my knowledge of RtI? Can I clearly articulate why my school needs this framework (purpose and expectations)? What are my strengths as a leader? What support and/or professional development would I need to lead? 11 Adopting RtI is a process that transforms a school. Real change requires a vision based on a core set of values to guide and focus the work. The source of strong leadership are the values we carry within ourselves. Self examination is an important first step in assessing one’s core values; strengths ,needs, and commitment to the change process. The second purpose of this reflection is to help principals see the difference between instructional leadership (vision and mission) and school management (tasks). Strong leaders need to be able to understand the difference in order to focus their own work. Management can be taught or delegated, leadership is a guiding force from within based on core values. Initiating change or reform is easy. Sustaining it requires what Michael Fullan refers to as the 5 core capacities needed for sustaining change: moral purpose (all kids], understanding the change process, building relationships, knowledge building, coherence making. “Leading in a Culture of Change” Adopting RtI is a process that transforms a school. Real change requires a vision based on a core set of values to guide and focus the work. The source of strong leadership are the values we carry within ourselves. Self examination is an important first step in assessing one’s core values; strengths ,needs, and commitment to the change process. The second purpose of this reflection is to help principals see the difference between instructional leadership (vision and mission) and school management (tasks). Strong leaders need to be able to understand the difference in order to focus their own work. Management can be taught or delegated, leadership is a guiding force from within based on core values. Initiating change or reform is easy. Sustaining it requires what Michael Fullan refers to as the 5 core capacities needed for sustaining change: moral purpose (all kids], understanding the change process, building relationships, knowledge building, coherence making. “Leading in a Culture of Change”

12. Balancing Leadership With Management “Management is doing things right: leadership is doing the right things” ~Peter F. Drucker Building leaders have jobs like no other professionals with… many people to supervise a building to maintain a community with which to engage and respond While these are givens, great outcomes for all students are unlikely if only these variables receive attention “Managers cope with change. Leaders cause it …….” John Kolter A strong leader will plan for both activities. When the management of the building/staff start to take over your life, then it’s time to develop a new plan that allows you to be the instructional leader your building needs. “Managers cope with change. Leaders cause it …….” John Kolter A strong leader will plan for both activities. When the management of the building/staff start to take over your life, then it’s time to develop a new plan that allows you to be the instructional leader your building needs.

13. Activity: The purpose of this activity is to elicit personal beliefs and assumptions about leaders and followers. Format One: Participants are given papers cut into shapes of cartoon captions and pencils -Have the participants write captions for the picture. -Have individuals answer first and then share with small groups. -Then small groups report out to large group perspectives that came out in their groups. -Instructor brings it together by asking: What has this picture told you about leadership? About your leadership? Format Two: Instructor can ask any of the suggested questions below: -What is about to happen in this picture? -What does this picture say about the relationships? -What are the characteristics of Dogs, of Cats… Trust? -What are your assumptions about dogs and cats? -Guide dogs ?….Guide cats….???? -Where are the cat’s feet? -What is the cat thinking? How will they communicate? Can they learn each other’s language? -Look at the dogs. Are they all doing the same thing? What is the second dog on the left doing, thinking? -What messages about leadership does this picture portray to you? Discuss and share. Again, the purpose of the discussion is for the participant to discover their beliefs and assumptions about leadership.Activity: The purpose of this activity is to elicit personal beliefs and assumptions about leaders and followers. Format One: Participants are given papers cut into shapes of cartoon captions and pencils -Have the participants write captions for the picture. -Have individuals answer first and then share with small groups. -Then small groups report out to large group perspectives that came out in their groups. -Instructor brings it together by asking: What has this picture told you about leadership? About your leadership? Format Two: Instructor can ask any of the suggested questions below: -What is about to happen in this picture? -What does this picture say about the relationships? -What are the characteristics of Dogs, of Cats… Trust? -What are your assumptions about dogs and cats? -Guide dogs ?….Guide cats….???? -Where are the cat’s feet? -What is the cat thinking? How will they communicate? Can they learn each other’s language? -Look at the dogs. Are they all doing the same thing? What is the second dog on the left doing, thinking? -What messages about leadership does this picture portray to you? Discuss and share. Again, the purpose of the discussion is for the participant to discover their beliefs and assumptions about leadership.

14. 4 Big Ideas Consensus Building Infrastructure Development Implementation Fidelity of the Process These are the functions any leader must attend to for success. There are specific RTI functions and activities in each area that will contribute to overall positive implementation and good outcomes. The next slides address these functions and activitiesThese are the functions any leader must attend to for success. There are specific RTI functions and activities in each area that will contribute to overall positive implementation and good outcomes. The next slides address these functions and activities

15. 1.) Consensus Building

16. Consensus Building Activities Identify belief systems that drive the actions of the school Identify expectations of all shareholders Build a shared vision and shared goals Identify building leaders to assist in development of the plan to implement RtI Analyze outcome data to provide rationale Provide professional development about what RtI is, what it is not, and rationale for adoption Provide opportunities for discussion and questions The activities of consensus building are part of a larger plan created by the principal and RtI Leadership Team. Time must be taken to find a shared vision otherwise the implementation activities appear to be ad-ons with no purpose. Consensus building will support the systemic changes in the implementation phase. All consensus building activities rely on frequent communication that involves listening and shaping the vision through dialogue. This is a leadership skill that may need further development. Just as self reflection is important for the principal prior to embarking on this journey, the school must spend time assessing its own beliefs. This work cannot be glossed over. The principal must be attentive to the process and make time for discussion. The activities of consensus building are part of a larger plan created by the principal and RtI Leadership Team. Time must be taken to find a shared vision otherwise the implementation activities appear to be ad-ons with no purpose. Consensus building will support the systemic changes in the implementation phase. All consensus building activities rely on frequent communication that involves listening and shaping the vision through dialogue. This is a leadership skill that may need further development. Just as self reflection is important for the principal prior to embarking on this journey, the school must spend time assessing its own beliefs. This work cannot be glossed over. The principal must be attentive to the process and make time for discussion.

17. Identify the School’s Beliefs & Culture The beliefs of the school develop and sustain the culture Beliefs determine behavior Belief systems can promote or prevent changes in behavior All schools have cultures based on belief systems. Some beliefs are explicit and known to all stakeholders. Other beliefs are more covert, that is, evident by what is done, but not talked about or aligned to the stated vision/mission of the school. Often these are activities based on tradition or habit, regardless of current needs. The principal, as the leader of change, must guide the staff through an assessment of belief systems. Cultures have good and bad elements. Which are helpful for our purpose, which are not. An example of a belief that supports RtI: All children can learn. The fundamental belief that all children can learn must be examined..what does it really mean? ALL means ALL – no exceptions. Other supportive beliefs include: All teachers can learn; parents should be involved in their child’s education; instructional decisions should be made based on student data; collaboration improves adult and student learning, etc. The goal is to create a culture where we are more focused on solving problems than ‘admiring the problem’. RtI moves us away from talking about all the reasons/excuses why a student isn’t making academic progress. In RTI, when a student isn’t making progress, the most likely assumption is that we just have not found the right way to teach him/herAll schools have cultures based on belief systems. Some beliefs are explicit and known to all stakeholders. Other beliefs are more covert, that is, evident by what is done, but not talked about or aligned to the stated vision/mission of the school. Often these are activities based on tradition or habit, regardless of current needs. The principal, as the leader of change, must guide the staff through an assessment of belief systems. Cultures have good and bad elements. Which are helpful for our purpose, which are not. An example of a belief that supports RtI: All children can learn. The fundamental belief that all children can learn must be examined..what does it really mean? ALL means ALL – no exceptions. Other supportive beliefs include: All teachers can learn; parents should be involved in their child’s education; instructional decisions should be made based on student data; collaboration improves adult and student learning, etc. The goal is to create a culture where we are more focused on solving problems than ‘admiring the problem’. RtI moves us away from talking about all the reasons/excuses why a student isn’t making academic progress. In RTI, when a student isn’t making progress, the most likely assumption is that we just have not found the right way to teach him/her

18. Faulty Assumptions “RtI takes a lot of time.” The majority of the time is put into initial planning. Implementation will involve using time differently. “RtI costs a lot of money.” Actually it can be done without a lot of money invested. It more often means shifting resources. Costs will depend on the quality and quantity of materials (core and intervention) needed. A school can begin with a small pilot so that resources for future expansion can be budgeted. As a building leader, you can find yourself, and will certainly hear from some of your staff reasons for why RtI can not work in your school. Here are some counter arguments Typically the issue of time would come up. It’s not about time..it’s about the efficacy of how you use your time. The principal will need to be directive about how time is scheduled in the building. Time for data collection, data review and instructional planning by grade level teams, professional development. As a building leader, you can find yourself, and will certainly hear from some of your staff reasons for why RtI can not work in your school. Here are some counter arguments Typically the issue of time would come up. It’s not about time..it’s about the efficacy of how you use your time. The principal will need to be directive about how time is scheduled in the building. Time for data collection, data review and instructional planning by grade level teams, professional development.

19. Faulty Assumptions (Cont’d) “My staff won’t want to participate.” Even resistant staff recognize success when they see or experience it. RtI can be introduced slowly, with fidelity, in some grade levels, or school-wide. The clear vision (frequently communicated by the principal), clear expectations, and visibility of the principal in supporting RtI activities has great impact here. This is where principals must have their self assessment completed and level of commitment to implementation unwavering. Principals need to acknowledge that not everyone will eagerly participate in reform Some teachers will join the RtI effort based on prior shared values and beliefs; others will wait and watch; others may need to join by going through the motions. As long as the leaders’ vision is clear, resistance to change can be managed in the consensus building and implementation phases. The relationships the principal develops with staff members must be nurtured and encouraged to support change. This is where principals must have their self assessment completed and level of commitment to implementation unwavering. Principals need to acknowledge that not everyone will eagerly participate in reform Some teachers will join the RtI effort based on prior shared values and beliefs; others will wait and watch; others may need to join by going through the motions. As long as the leaders’ vision is clear, resistance to change can be managed in the consensus building and implementation phases. The relationships the principal develops with staff members must be nurtured and encouraged to support change.

20. Faulty Assumptions (Cont’d) “It’s too late to begin; we’ll wait until next year.” Anytime is a good time to begin. Culture change/ examining beliefs can begin at anytime during the year. The planning phase can begin mid year and implementation can begin whenever one decides. 20

21. More Assumptions “RtI is about changing the students.” The ultimate goal of RtI is to improve student outcomes. However, in the implementation of RtI, the real work is about changing systems in the school and adult behavior. “My staff expects me to make the decision about whether we engage in RtI.” Strong principals guide their staff toward a vision of improvement. Consensus building activities are key to garnering support. Strong principal leadership may require more directive expectations. Student outcomes improve when student learning is the focus of instruction. RtI requires a paradigm shift that says student data informs educational decisions about teaching and learning. Teachers’ manuals do not make the educational decisions in an RtI school. It is about changing the way schools plan and make decisions about instruction. It is not about getting through the manual by the last day of school. Principals must be able to articulate the rationale and the organizational (systems) changes involved in adopting RtI. If the needs of students are so severe that there is urgency, principals may decide to be more directive about implementing RtI. This requires the rationale to be clearly communicated and the RtI leadership team to exert more influence on colleagues. Shared decision making doesn’t mean giving up your authority for what is right - your moral purpose which is “what is right for the students?” Shared decision making also does not mean that 100% of staff need to agree. You need a critical mass to support any undertaking in systems - a good rule of thumb is to have about 80% on board. The other 20% may be obstructive to the change at first, but if you have consensus, they will either change their view or leave.Student outcomes improve when student learning is the focus of instruction. RtI requires a paradigm shift that says student data informs educational decisions about teaching and learning. Teachers’ manuals do not make the educational decisions in an RtI school. It is about changing the way schools plan and make decisions about instruction. It is not about getting through the manual by the last day of school. Principals must be able to articulate the rationale and the organizational (systems) changes involved in adopting RtI. If the needs of students are so severe that there is urgency, principals may decide to be more directive about implementing RtI. This requires the rationale to be clearly communicated and the RtI leadership team to exert more influence on colleagues. Shared decision making doesn’t mean giving up your authority for what is right - your moral purpose which is “what is right for the students?” Shared decision making also does not mean that 100% of staff need to agree. You need a critical mass to support any undertaking in systems - a good rule of thumb is to have about 80% on board. The other 20% may be obstructive to the change at first, but if you have consensus, they will either change their view or leave.

22. Consensus: Not a One Time Activity Strong leaders revisit consensus as needed, and at least annually. Without a reiteration of vision, goals, and plans you likely will find implementation drift away from the original intent Bring new staff on board while we remind each other why we started this in the first place This can not be over emphasized - this goes along with being transparent about the school’s vision. “This is what we do in our building, and this is why we do it”This can not be over emphasized - this goes along with being transparent about the school’s vision. “This is what we do in our building, and this is why we do it”

23. 2.) Infrastructure Development We discussed the need for continuous consensus building and activities that can assist. Now we shift to the school infrastructure - the systems that we currently have that will support implementation of RtI, as well as current systems that may need to be changed in small or big ways to support implementationWe discussed the need for continuous consensus building and activities that can assist. Now we shift to the school infrastructure - the systems that we currently have that will support implementation of RtI, as well as current systems that may need to be changed in small or big ways to support implementation

24. System Supports Scheduling Professional development Data management & utilization Action planning Resources - curriculum, interventions, and using human resources to maximize student success RTI building leadership team + teaching teams who meet to use data to make instructional decisions As the leader, it is your responsibility along with the Building RtI Leadership Team to find creative ways to provide these supports. Without these supports, staff have legitimate complaints that this is an ‘add-on’ rather than a different way, more effective way, of doing business. In some schools the value of other meetings may need to be evaluated to see if they support the vision of the school. This is often a problem principals face: determining why we do certain things. If the answer cannot significantly support student learning; if it’s more about history and tradition than achievement, it needs to go. To say this a different way, leadership must find ways to support the staff in the work of implementing RtI by making time in the schedule, providing time for professional development that is related to what students need more instruction in, by providing tools and skills in using data to make better instructional decisions, by organizing the systems into teams whose responsibility it is to use data, and finally by finding resources, and/or being creative in using existing resources. As the leader, it is your responsibility along with the Building RtI Leadership Team to find creative ways to provide these supports. Without these supports, staff have legitimate complaints that this is an ‘add-on’ rather than a different way, more effective way, of doing business. In some schools the value of other meetings may need to be evaluated to see if they support the vision of the school. This is often a problem principals face: determining why we do certain things. If the answer cannot significantly support student learning; if it’s more about history and tradition than achievement, it needs to go. To say this a different way, leadership must find ways to support the staff in the work of implementing RtI by making time in the schedule, providing time for professional development that is related to what students need more instruction in, by providing tools and skills in using data to make better instructional decisions, by organizing the systems into teams whose responsibility it is to use data, and finally by finding resources, and/or being creative in using existing resources.

25. Attend to the Master Schedule School schedules often drive what happens in schools - thus, one place to address infrastructure is in the schedule. The schedule needs to include… Time for teaching teams to meet Time for students who need additional instruction (tiered support) that interferes as little as possible with the core instruction • In well functioning schools, teams typically do meet on some kind of schedule: however, in RtI schools, these teams meet every 4 to 6 weeks for a specific purpose: to review student data and make instructional decisions for their students. In this meeting no other issues are discussed - those other topics important to teachers are discussed at other meetings. • It should not be the responsibility of teachers to find the time in their very full schedules for Tier 2 or Tier 3 services. This time should be in addition to core. Leadership should ensure the time for intervention support is built into the schedule at each grade level. This suggests that interventions for various grades likely will happen at different times throughout the day to ensure that scarce human resources are used as effectively as possible. We will never bridge the achievement gap if we continue to take struggling students out of their core instruction in order to receive interventions. While the intervention instruction may be very useful, it’s purpose is to teach skills students haven’t mastered yet need for future success. If these students miss the core, they will be missing key concepts, strategies, vocabulary that are important in their learning. Using intervention time to teach a modified core is not effective practice. IF students must leave core because of scheduling conflicts, then it should not be during the portion of the lesson where the big ideas are introduced, and preferably during the differentiated portion of the block While the principal may not actually create the schedule, the principal defines scheduling priorities to support RtI, and has final approval. Staff input is appreciated, but for the greater good of the school and the most effective, efficient use of all resources, the principal needs to make the final decision. This is another example of having the plan/tasks support the vision. • In well functioning schools, teams typically do meet on some kind of schedule: however, in RtI schools, these teams meet every 4 to 6 weeks for a specific purpose: to review student data and make instructional decisions for their students. In this meeting no other issues are discussed - those other topics important to teachers are discussed at other meetings. • It should not be the responsibility of teachers to find the time in their very full schedules for Tier 2 or Tier 3 services. This time should be in addition to core. Leadership should ensure the time for intervention support is built into the schedule at each grade level. This suggests that interventions for various grades likely will happen at different times throughout the day to ensure that scarce human resources are used as effectively as possible. We will never bridge the achievement gap if we continue to take struggling students out of their core instruction in order to receive interventions. While the intervention instruction may be very useful, it’s purpose is to teach skills students haven’t mastered yet need for future success. If these students miss the core, they will be missing key concepts, strategies, vocabulary that are important in their learning. Using intervention time to teach a modified core is not effective practice. IF students must leave core because of scheduling conflicts, then it should not be during the portion of the lesson where the big ideas are introduced, and preferably during the differentiated portion of the block While the principal may not actually create the schedule, the principal defines scheduling priorities to support RtI, and has final approval. Staff input is appreciated, but for the greater good of the school and the most effective, efficient use of all resources, the principal needs to make the final decision. This is another example of having the plan/tasks support the vision.

26. Professional Development (PD) PD that is based on student data The data tell us student strengths and weaknesses If there are big pockets of weak areas, this suggests that professional development for teachers should focus more on these areas so more students are successful Ask the audience to reflect on their pre-service training - how well prepared did they feel to look at data and to effectively use student data to make important decisions about what to do for students so they can be more successful? Most school staff identify data analysis and usage as a weakness in their professional development. Most schools collect a great deal of data, but without an opportunity to learn how to use these data, we likely will not find people using the data. Why do we collect it, if we are not going to use it? Some might argue that the district uses the data so it is still beneficial to collect, but we need to get the data back into the hands of the people who can have the biggest effect on outcomes - the teachersAsk the audience to reflect on their pre-service training - how well prepared did they feel to look at data and to effectively use student data to make important decisions about what to do for students so they can be more successful? Most school staff identify data analysis and usage as a weakness in their professional development. Most schools collect a great deal of data, but without an opportunity to learn how to use these data, we likely will not find people using the data. Why do we collect it, if we are not going to use it? Some might argue that the district uses the data so it is still beneficial to collect, but we need to get the data back into the hands of the people who can have the biggest effect on outcomes - the teachers

27. Data Systems Make data collection routine - screening and progress monitoring Use data management systems that make data analysis easier Provide PD opportunities so that staff have the confidence to use the data to improve instruction Universal screening should happen 3 times a year at the same time so we can make comparisons to student growth over time - typically September, January, and May. The screening should be planned for well in advance, and should be on the master calendar for the school year. Data warehouses that districts can purchase make the teaching teams’ job so much easier by having all the data collected on the students in what place so that teachers don’t have to sift through multiple sheets of paper or multiple computer screens to compare and contrast one student on multiple measures and to compare students across one measure. When these supports aren’t available - Excel can do a decent job where multiple types of data on the same group of students can be displayed on one page Use an LCD projector at team meetings to display the data to save on printing costsUniversal screening should happen 3 times a year at the same time so we can make comparisons to student growth over time - typically September, January, and May. The screening should be planned for well in advance, and should be on the master calendar for the school year. Data warehouses that districts can purchase make the teaching teams’ job so much easier by having all the data collected on the students in what place so that teachers don’t have to sift through multiple sheets of paper or multiple computer screens to compare and contrast one student on multiple measures and to compare students across one measure. When these supports aren’t available - Excel can do a decent job where multiple types of data on the same group of students can be displayed on one page Use an LCD projector at team meetings to display the data to save on printing costs

28. Other Infrastructure Supports Action plan Goals based on screening data, actions to improve outcomes, and timelines in which to achieve the goals Resources for core and tiered supports Evidence based practices Human resources - coaches, para professionals, trained volunteers Teaching teams who meet to use data to make instructional decisions RtI leadership team who guides the process Action Plan is a document the RtI Leadership team would prepare. It’s a simple document that includes: - long term goal statement on current screening data [percentage of students at benchmark] and a statement on where the school wants to be [ an increase in the percentage meeting benchmarks] - Action items in each of the 3 core implementation areas: measurement, instruction, and problem solving/systems supports - timeline for accomplishment - person[s] responsible Evidenced based practices is a big topic - there is a module just on this topic. We suggest schools inventory the practices currently in use in the school, determine which have an evidence base, and then identify the gaps in terms of student needsAction Plan is a document the RtI Leadership team would prepare. It’s a simple document that includes: - long term goal statement on current screening data [percentage of students at benchmark] and a statement on where the school wants to be [ an increase in the percentage meeting benchmarks] - Action items in each of the 3 core implementation areas: measurement, instruction, and problem solving/systems supports - timeline for accomplishment - person[s] responsible Evidenced based practices is a big topic - there is a module just on this topic. We suggest schools inventory the practices currently in use in the school, determine which have an evidence base, and then identify the gaps in terms of student needs

29. Develop RtI Leadership Team Function: To work with the principal to create an action plan to implement and support RtI. The leadership team supports the vision. I.e. communicates the message through words and actions The Rti Leadership Team members are extensions of the principal’s leadership. Members of the team should be selected for their ability to promote and contribute to the planning and implementation of RtI.The Rti Leadership Team members are extensions of the principal’s leadership. Members of the team should be selected for their ability to promote and contribute to the planning and implementation of RtI.

30. Leadership Team Members Teacher leader(s) Champion the changes Data mentor Collects data and coaches the team and school on analysis of data Content specialist Provides content expertise Facilitator Manages the work, agendas & timelines In selecting members of the leadership team, it is important to consider the attributes each person brings. The principal will need to guide the team through the stages of team development, providing team building activities as needed. Highly effective teams go through stages of forming, norming, storming before performing. Teacher leaders are important because they influence the teaching staff through their participation on the team and their verbal support of RtI. RtI is data driven, therefore, the technical expertise of the data mentor ensures the fidelity of the RtI implementation. High quality interventions provided by highly trained teachers are the other essential element of RtI implementation. The content specialist is responsible for ensuring that professional development and fidelity of the interventions are implemented. The facilitator keeps all aspects of the adoption aligned and in adherence to the time line. This person serves as the task master who coordinates the progress of each activity. Excellent communication skills are important here to ensure accurate information to the RtI Building team. Accurate information is important as the team works to develop consensus. In smaller schools one person may function in two roles. For example, the facilitator may also be seen as a teacher leader. In selecting members of the leadership team, it is important to consider the attributes each person brings. The principal will need to guide the team through the stages of team development, providing team building activities as needed. Highly effective teams go through stages of forming, norming, storming before performing. Teacher leaders are important because they influence the teaching staff through their participation on the team and their verbal support of RtI. RtI is data driven, therefore, the technical expertise of the data mentor ensures the fidelity of the RtI implementation. High quality interventions provided by highly trained teachers are the other essential element of RtI implementation. The content specialist is responsible for ensuring that professional development and fidelity of the interventions are implemented. The facilitator keeps all aspects of the adoption aligned and in adherence to the time line. This person serves as the task master who coordinates the progress of each activity. Excellent communication skills are important here to ensure accurate information to the RtI Building team. Accurate information is important as the team works to develop consensus. In smaller schools one person may function in two roles. For example, the facilitator may also be seen as a teacher leader.

31. Principal’s Role on Leadership Team Keep the vision visible Instructional leadership Build leadership capacity of team members Create and manage change process Communicate and communicate again! Acknowledge and celebrate accomplishments The principal sets the tone for change by creating a environment that encourages people to learn about and work through change. The work the principal does with the leadership team is the work that must be done in the school, but on a smaller scale. That is, the functions the principal provides as a member of the Leadership Team are also important as the school adopts RtI. The principal is providing the leadership as the action plan is developed and implemented. The principal is aware of and monitoring the action plan and implementation, but is delegating management of the tasks to the team. Teach, support, and delegate responsibilities to team members to increase RtI leadership in the school. Building leadership capacity in team members is a strategy for sustaining support for RtI. This may involve providing professional development opportunities for team members on roles such as coaching, data analysis, assessment of curricular programs (materials). The importance of acknowledging accomplishments cannot be emphasized enough. It is a vehicle for shaping change and encouraging what you are trying to do. The principal sets the tone for change by creating a environment that encourages people to learn about and work through change. The work the principal does with the leadership team is the work that must be done in the school, but on a smaller scale. That is, the functions the principal provides as a member of the Leadership Team are also important as the school adopts RtI. The principal is providing the leadership as the action plan is developed and implemented. The principal is aware of and monitoring the action plan and implementation, but is delegating management of the tasks to the team. Teach, support, and delegate responsibilities to team members to increase RtI leadership in the school. Building leadership capacity in team members is a strategy for sustaining support for RtI. This may involve providing professional development opportunities for team members on roles such as coaching, data analysis, assessment of curricular programs (materials). The importance of acknowledging accomplishments cannot be emphasized enough. It is a vehicle for shaping change and encouraging what you are trying to do.

32. 3.) Implementation

33. Implementation The building RtI team reviews building data to determine areas of need and where supports are most needed Professional learning communities Job embedded professional development Coaches and mentors (desirable) Universal screening & progress monitoring Grade level (teaching) teams use data to plan instruction Data to assess school-wide proficiency should be current, but may also include trend data that supports current needs. The data should include quality diagnostic and summative assessments, as well as the universal screening measures. These may include state comprehensive assessments (NCLB) or benchmark assessments such as the MAP (NWEA Measures of Academic Progress) that provide diagnostic information about student proficiency growth. The data is used to support the rationale for adopting RtI. It is also used to identify professional development needs. Professional Learning Communities (PLCs) are composed of small groups of teachers who meet weekly to learn more about teaching and learning. Topics of study are aligned to student needs. For example, if a school’s student data shows a need for improvement in comprehension, the groups would study how to effectively teach comprehension strategies. Principals participating in PLCs model adults as learners and elevate the importance of RtI. The learning in PLCs should have a direct impact on student learning. Job embedded professional development that utilizes coaches and mentors to support teachers in the implementation of PLC learning increases the effectiveness the PLC time. Quality interventions and instruction in the classroom improve student learning. Coaches are desirable to support the implementation, but the principal can also provide this function. Screening and progress monitoring instruments and time line need to established. Schedules for team RtI meetings need to be scheduled every 4 to 6 weeks to review data and plan instruction. The leadership team will want to structure the team meetings by establishing an agenda and protocol for reviewing student progress. The attendance of the principal at the team meetings sends a powerful message about the importance of the work. Data to assess school-wide proficiency should be current, but may also include trend data that supports current needs. The data should include quality diagnostic and summative assessments, as well as the universal screening measures. These may include state comprehensive assessments (NCLB) or benchmark assessments such as the MAP (NWEA Measures of Academic Progress) that provide diagnostic information about student proficiency growth. The data is used to support the rationale for adopting RtI. It is also used to identify professional development needs. Professional Learning Communities (PLCs) are composed of small groups of teachers who meet weekly to learn more about teaching and learning. Topics of study are aligned to student needs. For example, if a school’s student data shows a need for improvement in comprehension, the groups would study how to effectively teach comprehension strategies. Principals participating in PLCs model adults as learners and elevate the importance of RtI. The learning in PLCs should have a direct impact on student learning. Job embedded professional development that utilizes coaches and mentors to support teachers in the implementation of PLC learning increases the effectiveness the PLC time. Quality interventions and instruction in the classroom improve student learning. Coaches are desirable to support the implementation, but the principal can also provide this function. Screening and progress monitoring instruments and time line need to established. Schedules for team RtI meetings need to be scheduled every 4 to 6 weeks to review data and plan instruction. The leadership team will want to structure the team meetings by establishing an agenda and protocol for reviewing student progress. The attendance of the principal at the team meetings sends a powerful message about the importance of the work.

34. Responsibilities of the Team Assess core program (materials) Identify screening tools and frequency of use Identify evidence based supplemental and intervention programs (materials) and strategies Identify benchmarks for tiers Identify assessments based on targeted areas for improvement Consumer’s Guide to Evaluating a Core Reading Program – U of Oregon is a tool that can be useful. But even with a high quality core curriculum, it may not be well matched to your particular student population. If you are not in a position to get a new core, then it needs to be analyzed to determine is strengths and areas of need - perhaps more explicit examples, modeling, more practice etc. for your students Universal Screening, Progress monitoring and instructional planning. US and PM assessments are usually different than measures used for Instructional Planning assessments. Benchmarks should be tied to achievement of high stakes assessment - our screening tool should have good predictive validity to the high stakes assessment in that content area. The TIES.k12.mn.us website has a statistical procedure for schools to use for this purpose. Some guiding questions for the Team to address for strong RTI implementation follow on the next slide. These were developed by Heartland AEA Education Association in IA - a leader in RtI implementation.Consumer’s Guide to Evaluating a Core Reading Program – U of Oregon is a tool that can be useful. But even with a high quality core curriculum, it may not be well matched to your particular student population. If you are not in a position to get a new core, then it needs to be analyzed to determine is strengths and areas of need - perhaps more explicit examples, modeling, more practice etc. for your students Universal Screening, Progress monitoring and instructional planning. US and PM assessments are usually different than measures used for Instructional Planning assessments. Benchmarks should be tied to achievement of high stakes assessment - our screening tool should have good predictive validity to the high stakes assessment in that content area. The TIES.k12.mn.us website has a statistical procedure for schools to use for this purpose. Some guiding questions for the Team to address for strong RTI implementation follow on the next slide. These were developed by Heartland AEA Education Association in IA - a leader in RtI implementation.

35. Framework Questions (from Heartland AEA, IA)

36. RTI Team Implementation Responsibilities Organize, summarize and display data Develop master schedules Monitor student learning Review the alignment of curriculum, instruction and assessment Assess allocation of resources, staff, materials, and time Remember RtI is about more time and intensity of instruction The responsibilities help to define the areas of expertise needed on the RtI leadership team. The team is responsible for launching the implementation phase. The initial stage of implementation involves careful monitoring of activities to ensure they are implemented as planned. The next slide shows more responsibilities of the team. During the early phase of implementation the principal should continue to communicate the vision and schedule of changes. Information helps the staff through this phase of change. The responsibilities help to define the areas of expertise needed on the RtI leadership team. The team is responsible for launching the implementation phase. The initial stage of implementation involves careful monitoring of activities to ensure they are implemented as planned. The next slide shows more responsibilities of the team. During the early phase of implementation the principal should continue to communicate the vision and schedule of changes. Information helps the staff through this phase of change.

37. Continued Tasks For Team Plan for evaluation of effort and outcomes- What is success? Determine goals/achievement targets Technology needs Plan for monitoring fidelity of instructional delivery of tier 2 and 3 Organize progress monitoring meetings Organize data collection process/who/how often Plan for instructional, flexible groupings The principal needs to facilitate a discussion with the team that will define success. The principal may decide to place emphasis on assessment of effort in the first year of RtI. Effort can be defined as ‘what has been done’. Has the plan been written; has implementation begun; are PLCs meeting; is data being collected, etc.? The action plan timeline should have periodic assessment points measuring effort. School - wide change takes time, and results do not come quickly. Therefore, the first year is one of organizing and should be celebrated as a major accomplishment. Student Learning Outcomes need to be assessed and measured against goals and targets .The purpose in adopting RtI is to improve student Learning Outcomes. The principal needs to communicate that student outcomes improve over time as RtI is implemented. This is not a quick fix solution, so incremental progress in student achievement is success. The principal must be aware of technology needs, especially those that may require allocation of money or training. Fidelity of instruction - this is a very important concept in RtI. Is the instruction that was planned being delivered as it was intended? This includes the amount of time as well as the qualitative aspects of the instruction. Typically, staff develop fidelity checklists of specific interventions. Examples of fidelity checklists can be viewed at www.coe.iup.edu/kovaleski/LOIs.htm and at www.aea11.k12.ia.us/idm/checkists.html It might be useful for people to ‘see’ a data meeting that teachers have to plan instruction. Please check www.scred.k12.mn.us for such a video clip.The principal needs to facilitate a discussion with the team that will define success. The principal may decide to place emphasis on assessment of effort in the first year of RtI. Effort can be defined as ‘what has been done’. Has the plan been written; has implementation begun; are PLCs meeting; is data being collected, etc.? The action plan timeline should have periodic assessment points measuring effort. School - wide change takes time, and results do not come quickly. Therefore, the first year is one of organizing and should be celebrated as a major accomplishment. Student Learning Outcomes need to be assessed and measured against goals and targets .The purpose in adopting RtI is to improve student Learning Outcomes. The principal needs to communicate that student outcomes improve over time as RtI is implemented. This is not a quick fix solution, so incremental progress in student achievement is success. The principal must be aware of technology needs, especially those that may require allocation of money or training. Fidelity of instruction - this is a very important concept in RtI. Is the instruction that was planned being delivered as it was intended? This includes the amount of time as well as the qualitative aspects of the instruction. Typically, staff develop fidelity checklists of specific interventions. Examples of fidelity checklists can be viewed at www.coe.iup.edu/kovaleski/LOIs.htm and at www.aea11.k12.ia.us/idm/checkists.html It might be useful for people to ‘see’ a data meeting that teachers have to plan instruction. Please check www.scred.k12.mn.us for such a video clip.

38. 4.) Fidelity of the Process These are the functions any leader must attend to for success. There are specific RTI functions and activities in each area that will contribute to overall positive implementation and good outcomes. The next slides address these functions and activitiesThese are the functions any leader must attend to for success. There are specific RTI functions and activities in each area that will contribute to overall positive implementation and good outcomes. The next slides address these functions and activities

39. Focus: Are we doing what we set out to do? A major role for school leaders is ensuring that consensus is built the infrastructure needs are addressed the implementation is happening as planned Actively acknowledge behaviors supporting RtI Be visible Coach and provide feedback Monitor all the things planned above You can develop a great plan, but without time devoted to determining if people are actually following the plan, you likely will not achieve the results hoped for in your plan. Your job as leader is make sure the plan is actually in place: that teachers are meeting and reviewing the data, and planning instruction; that the instruction is, indeed, occurring; that staff are getting the support they need when they hit a bump in the road. You can develop a great plan, but without time devoted to determining if people are actually following the plan, you likely will not achieve the results hoped for in your plan. Your job as leader is make sure the plan is actually in place: that teachers are meeting and reviewing the data, and planning instruction; that the instruction is, indeed, occurring; that staff are getting the support they need when they hit a bump in the road.

40. Don’t Forget… That this is a major reconstruction of the school’s belief and operating system. It requires sustained effort to succeed. To create a master schedule that includes a designated time for interventions. To balance the collection of quality data with appropriately matched quality instruction. When monitoring for the fidelity of the implementation process, these are some checkpoints to keep the process grounded. When initiating major reform, it is sometimes better to go slowly and carefully. Failure to include any of these elements could jeopardize success and sidetrack implementation. Principals can develop their own list of checkpoints based on their school’s needs. These are words of wisdom/experience of the 1st author who has lived this process for over 6 years. When monitoring for the fidelity of the implementation process, these are some checkpoints to keep the process grounded. When initiating major reform, it is sometimes better to go slowly and carefully. Failure to include any of these elements could jeopardize success and sidetrack implementation. Principals can develop their own list of checkpoints based on their school’s needs. These are words of wisdom/experience of the 1st author who has lived this process for over 6 years.

41. Don’t Forget (Cont’d)… To allow enough time to develop a comprehensive plan that includes a realistic timeline for implementation. That RtI is about making instructionally sound decisions based on student needs, not a purchased program. That professional development is effective in improving student learning if it is aligned with student needs. When monitoring for the fidelity of the implementation process, these are some checkpoints to keep the process grounded. When initiating major reform, it is sometimes better to go slowly and carefully. Failure to include any of these elements could jeopardize success and sidetrack implementation. Principals can develop their own list of checkpoints based on their school’s needs. These are words of wisdom/experience of the 1st author who has lived this process for over 6 years. When monitoring for the fidelity of the implementation process, these are some checkpoints to keep the process grounded. When initiating major reform, it is sometimes better to go slowly and carefully. Failure to include any of these elements could jeopardize success and sidetrack implementation. Principals can develop their own list of checkpoints based on their school’s needs. These are words of wisdom/experience of the 1st author who has lived this process for over 6 years.

42. Assessment of Instruction Identify needs for professional development Integrity of delivery/fidelity Need for PD in data collection/ understanding data The principal’s role is to work with the Leadership Team in analyzing student data. Once the areas of need are determined, staff development must be aligned. This is one area where the paradigm shift of RtI is evident. All instructional decisions are based on data, not new products (text books, materials) on the market. A strong principal participates in all professional development to have the same content knowledge as the staff. When appropriate, the principal can lead the professional development. This may include modeling and coaching the teaching of an intervention or assessment. This involvement helps the principal create appropriate, clear expectations for staff performance. Instructional decisions must be based on quality data interpreted accurately. Without understanding both data and instruction, misinterpreted data may lead to using the wrong intervention. Assessments of instruction should be ongoing. Adjustments in professional development can be made as needed. RtI leadership requires adjusting professional development as information indicates a need. This is similar to teachers adjusting instruction as data indicates a need.The principal’s role is to work with the Leadership Team in analyzing student data. Once the areas of need are determined, staff development must be aligned. This is one area where the paradigm shift of RtI is evident. All instructional decisions are based on data, not new products (text books, materials) on the market. A strong principal participates in all professional development to have the same content knowledge as the staff. When appropriate, the principal can lead the professional development. This may include modeling and coaching the teaching of an intervention or assessment. This involvement helps the principal create appropriate, clear expectations for staff performance. Instructional decisions must be based on quality data interpreted accurately. Without understanding both data and instruction, misinterpreted data may lead to using the wrong intervention. Assessments of instruction should be ongoing. Adjustments in professional development can be made as needed. RtI leadership requires adjusting professional development as information indicates a need. This is similar to teachers adjusting instruction as data indicates a need.

43. Analysis of Grade Level Team Meetings Is there an agenda that focuses the discussion on student learning? Is the facilitator skilled in leading the meeting? Are learning goals identified using data? Are instructional decisions appropriately based on data? Are interventions and materials of high quality? Is there a mechanism for monitoring progress? Is there a schedule for regular team meetings? The discussion of data and instructional planning happens at grade level team meetings. This meeting is where the principal can see teachers review student data, make sense of it, and plan instruction. If these meetings are running well it is a good indicator that the implementation plan is producing the intended results. The effective work of the team using RtI is a predictor of growth in student achievement. The discussion of data and instructional planning happens at grade level team meetings. This meeting is where the principal can see teachers review student data, make sense of it, and plan instruction. If these meetings are running well it is a good indicator that the implementation plan is producing the intended results. The effective work of the team using RtI is a predictor of growth in student achievement.

44. Laser Focus: Balancing Big Picture with Needs Now Action plan may have long and short term goals Evaluate your progress towards these goals, and revise long term goals as needed But always remember… The action plan drives the activities that happen in your building RtI is not prescriptive in what each school’s action plan should entail. Each principal will want to develop a plan with the team that builds on the strengths already in existence, and create opportunities for development based on your school’s needs. The process requires setting your own goals and timelines, both long and short term.RtI is not prescriptive in what each school’s action plan should entail. Each principal will want to develop a plan with the team that builds on the strengths already in existence, and create opportunities for development based on your school’s needs. The process requires setting your own goals and timelines, both long and short term.

45. Paradigm Shift Really, an RTI framework is a means to re-culturing your school to focus on those things that are going to provide the greatest benefit to your students’ achievement. One of the main assumptions in the framework is ‘all the students can make progress and that all the students are all our responsibility’ This requires a collaborative culture that may only currently exist in pockets in your school. Thus, you build on what you have, and start the consensus building with the larger group bring others on as it makes sense in your building. This requires a collaborative culture that may only currently exist in pockets in your school. Thus, you build on what you have, and start the consensus building with the larger group bring others on as it makes sense in your building.

46. Inspiration Good leaders inspire others by their actions of support to make the kinds of changes necessary. Programs, technology, and/or curriculum may be valuable tools, but without gaining the commitment of educators our efforts will have little effect. Thus, a leader’s role is to create a climate for educators to learn, collaborate, and take risks for the common good.

47. Leadership: A Focus On Results Your challenge: Manage the process on a day-to-day basis to produce better student outcomes over time! Effective leaders…(Dave Tilly of Heartland AEA, IA) Cause their school to define what it is that they want their students to know and be able to do Cause their schools to align their curricula and instruction to teach students these things Keep score and use results from their scorecard to improve teaching in a continuous improvement manner

48. We must become the change we want to see. ~Mahatma Ghandi

49. Resource Websites Monitoring Student Progress: Administrative Issues www.rti4success.org/images/stories/pdfs/administrativeissuespartiiiiv9-28-05.pdf RTI Action Network - many resources, but one in particular is a blog on leadership www.rtinetwork.org/Connect/Blog/Leadership-Leadership-Leadership Blueprints for implementation: school buildings www. nasdse.org/Portals/0/SCHOOL.pdf Questions for discussion www.ideapartnership.org/report.cfm?reportid=296 Implementing RTI: Considerations for Practitioners www.rti4success.org/images/stories/RTIWave3/0407rtifeature.pdf

50. References Batsche, G. et.al (2005). Response to Intervention: Policy Considerations and Implementation. NASDSE: Alexandria, VA. Fullan, M. (2001). Leading in a Culture of Change. Jossey-Bass: San Francisco, CA. Tackett, K. K., Roberts, G., Baker, S., & Scammaca, N. (2009). Implementing Response to Intervention: Practices and perspectives from five schools. Frequently asked questions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. The National Association of State Directors of Special Education (NASDSE). (2006). Myths about Response to Intervention (RtI) implementation.

51. References (Cont’d) Torgesen, J. (2006). Intensive reading interventions for struggling readers in early elementary school: A principal's guidel Portsmouth, NH: RMC Research Corporation, Center on Instruction. Torgesen, J., Houston, D., & Rissman, L. (2007). Teaching all students to read in elementary school: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction. 3 51

52. References (Cont’d) Shinn, M. R., et. al Part B: Scientifically based assessment in 3-tiers: Elementary level. From “Self studies for implementation of multi-tiered, coordinated early intervening services Response to Intervention” 52

53. Quiz 1.) When getting ready to lead in RtI, a self reflection includes assessing what? A.) Beliefs B.) Comfort with change C.) Knowledge of RtI D.) All of the above 2.) What are the 4 Big Ideas for organizing leadership activities and supports? 53 Answers: 1.) When getting ready to lead in RtI, a self relflection includes assessing what? D.) All of the above- beliefs, comfort with change, and knowledge of RtI (among others) 2.) What are the 4 Big Ideas for organizing leadership activities and supports? Consensus Building, Infrastructure Development, Implementation, and Fidelity of ProcessAnswers: 1.) When getting ready to lead in RtI, a self relflection includes assessing what? D.) All of the above- beliefs, comfort with change, and knowledge of RtI (among others) 2.) What are the 4 Big Ideas for organizing leadership activities and supports? Consensus Building, Infrastructure Development, Implementation, and Fidelity of Process

54. Quiz (Cont’d) 3.) Consensus building activities include all the following except: A.) Identify belief systems that drive the actions of the school B.) Build a shared vision and goals C.) Limit opportunities for discussion and questions D.) Identify expectations of all shareholders 4.) What are the system supports needed for infrastructure development? 54 Answers (cont’d) 3.) Consensus building activities include all the following except: C.) Limit opportunities for discussion and questions (These should be provided!) 4.) What are the system supports needed for infrastructure development? Scheduling, professional development, data management and utilization, action planning, resources (curriculum, interventions, human resources), and RTI building leadership team + teaching teams who meet to use data to make instructional decisions Answers (cont’d) 3.) Consensus building activities include all the following except: C.) Limit opportunities for discussion and questions (These should be provided!) 4.) What are the system supports needed for infrastructure development? Scheduling, professional development, data management and utilization, action planning, resources (curriculum, interventions, human resources), and RTI building leadership team + teaching teams who meet to use data to make instructional decisions

55. Quiz (Cont’d) 5.) Other than building consensus, meeting infrastructure needs, and ensuring implementation, the role of school leaders with RtI also includes what? A.) Actively acknowledging behaviors supporting RtI B.) Being visible C.) Coaching and providing feedback D.) All of the above 6.) What is a potential area of resistance from staff to implementing RtI and how would you work to remove that resistance? 55 Answers (cont’d) 5.) Other than building consensus, meeting infrastructure needs, and ensuring implementation, the role of school leaders with RtI also includes what? D.) 6.) What is a potential area of resistance from staff to implementing RtI and how would you work to remove that resistance? RTI takes a lot of time, RTI costs a lot of money, they don’t want to participate, it’s too late to begin so we’ll wait until next year, RTI is about changing the students Answers (cont’d) 5.) Other than building consensus, meeting infrastructure needs, and ensuring implementation, the role of school leaders with RtI also includes what? D.) 6.) What is a potential area of resistance from staff to implementing RtI and how would you work to remove that resistance? RTI takes a lot of time, RTI costs a lot of money, they don’t want to participate, it’s too late to begin so we’ll wait until next year, RTI is about changing the students

56. Essay or Discussion Questions Pick one of the 4 Big Ideas for leadership emphasis and provide examples of processes, procedures, or activities you could ensure were in place to demonstrate leadership for RtI in this area. It is difficult to do everything at once when involved in the implementation of a large-scale change such as RtI. If you had to pick one area to begin with, what would it be and what is your rationale for choosing it. In assessing your own strengths and skills for leading RtI, what areas of professional development would you seek out to further your own knowledge? Please articulate your rationale for your choice(s). 56

57. The End ? Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only. Special Thanks: Thank you to Dr. Ann Casey, director of the MN RTI Center, for her leadership Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan Rowe, Minnesota State University Moorhead graduate students, for editing work, writing quizzes, and enhancing the quality of these training materials